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مولانا محمد الیاس کاندھلوی

مولانا محمد الیاس کاندھلوی
وادریغا!مولانا محمد الیاس کاندھلویؒ نے چند ماہ کی شدید علالت کے بعد ۱۲/ جولائی بروز پنج شنبہ داعی اجل کو لبیک کہا اوراس جہانِ آب وگل کوخیر بادکہہ کر اپنے’’رفیق اعلیٰ‘‘سے جاملے۔مولانا کی عمر ابھی ایسی کچھ زیادہ نہ تھی۔لیکن تبلیغ کے کام میں انہماک کے باعث آپ نے اس مقدس اورضروری فریضۂ اسلام کے علاوہ ہرچیز کو قطعاً فراموش کررکھا تھا۔یہاں تک کہ سینکڑوں دیکھنے والوں نے دیکھا کہ مرض الموت میں بھی جب کہ آپ پر عالمِ سکرات طاری تھا اور ضعف ونقاہت اورمرض کے پے بہ پے حملوں کے باعث آپ کاجسم ناتواں ہڈیوں کاایک ڈھانچہ ہوکر رہ گیاتھا۔جو کوئی شخص آپ کی مزاج پرسی کرتا اورمرض کی کیفیت دریافت کرتا آپ اس پر خفگی کااظہار کرتے اور فرماتے تھے’’میرا مرض تم لوگ ہو جوتبلیغ کے فرض سے غافل ہو،بس اس کے سوا مجھے کوئی اوربیماری نہیں۔‘‘
آپ درحقیقت فنانی التبلیغ تھے۔ہرآن اسی کی دھن تھی۔یہی ایک خیال اور یہی ایک جذبہ تھا جوسیماب کی طرح ان کو بے چین اورمتحرک رکھتاتھا۔عمل اور اخلاص کاحقیقی پیکر تھے۔دل خشیتِ ربانی سے معمور تھا۔تقریر اگرچہ رسمی فصاحت و بلاغت سے عاری تھی۔مگر غایت اخلاص وﷲیت کی وجہ سے ایک ایک لفظ جو دل سے نکلتا تھا سننے والوں پر تیروسنان کاکام کرتا تھا۔حقیقت یہ ہے کہ آپ کی پوری زندگی اتباع سنت کاکامل نمونہ تھی۔مولانا مرحوم کی ان صفات کاہی یہ اثر تھا کہ آپ نے چند سالوں میں ہی اصلاح وتبلیغ کے میدان میں وہ کچھ کردکھایا جوسالہا سال میں بڑی بڑی جماعتیں بھی نہیں کرسکتیں۔دعا ہے کہ اﷲ تعالیٰ اعلیٰ علیین میں مولانا کے مراتب ومدارج بیش ازبیش بڑھائے اورآپ اپنے پیچھے جو کام چھوڑ گئے ہیں،آپ کے جانشین مولانا محمد یوسف صاحب اوران کے اعوان و رفقاء ان کاموں کوباحسن وجوہ قائم وبرقرار رکھ سکیں۔رحمہ اﷲ رحمۃً واسعۃً وتغمدہ...

Professional Standards Training and Understanding Pre-School Teachers’ Knowledge About Professional Standards

Theimprovement of the teacher’s quality, including teachers in general and preschool teachers in particular, hasgained interested in many countries around the world. Currently, most countries in the world have issued a framework of competency or professional standards for teachers as a basis for preschool teachers to self-assess and be assessed for their qualities and competenciet. On that basis, preschool teachers can implement the plan of quality training, strengthen and improve professional expertise. This article, the author conducts research to evaluate the implementation of the professional standards manual of schools and the teacher's understanding of professional standards. This is considered an important factor that will contribute to improving the effectiveness of teacher ratings according to professional standards. In this study, the author uses mainly quantitative research methods (survey, descriptive statistics and inference statistics) to clarify the problems that the research has posed. Research results show that there is a relationship between standard manual training and preschool teachers' understanding of professional standards. Standards instructors have a good understanding of professional standards. Especially the training is organized by the school and the education and training department, so the training classes are small, with a small number of participants and therefore higher quality.

Comparative Analysis of Mphil/Phd Education Programs in Public and Private Sector Universities in Khyber Pakhtunkhwa Pakistan

The study was descriptive in nature dealt with comparative analysis of MPhil/PhD Education Programmes in Public & Private Sector Universities of Khyber Pakhtunkhwa (KP), Pakistan. The population of the study was all twenty five (25) recognized universities of KP province at present. The sample was purposively selected from both sectors universities and the reason was that all universities did not have MPhil/PhD programmes in Education. Total Six (06) Universities (03 from public and 03 from private sectors) were the sample of the study. The research objectives were: (1) to make a comparative analysis of MPhil/ PhD Education programmes of selected universities in KP in terms of input process and output. (2) To explore the weaknesses and strengths of MPhil/ PhD Education programmes & (3) to make viable recommendations for improvement and strengthening of the MPhil/PhD programmes of these universities. The study intended to find out the answers to these research questions: (1) what are the current practices in both public and private sector universities in MPhil/PhD Education programmes? (2) What are the strengths and weaknesses in MPhil/PhD Education programmes in sampled universities? & (3) what recommendations the study can make for the improvement of these programmes? Tools used for data collection were questionnaires and interviews. Questionnaires were used for academicians and research scholars, while interviews were conducted from the Chairman Department of Education, Controller of Examinations and Registrars of the sampled universities. The major findings were: that all the sampled universities have all the basic requirements, human resources and other required facilities for MPhil/PhD Programmes as per Higher Education Commission guidelines. The administration of all sampled universities did not take required interest in conducting seminars, workshops and conferences to develop research culture and skills of the research scholars. The problems of internal politics and grouping in both sectors universities were visible which resulted in delaying of approval of synopses from the boards of research committee. Teachers did not work properly on different aspects of research and report writing in the class for improving the quality of research. The study concluded that Public sector universities were performing slightly better than private sector universities in terms of appointment; staff promotion; staff facilities; provision of financial assistance; relations with HEC, provision of scholarships to scholars and faculty, and College affiliation. A significant difference among these universities in terms of research was noted. The research supervision process was quick and fast in private sector universities as compared to public sector universities. The study recommended that: Private universities research scholars should be provided HEC scholarships for encouragements. The curriculum at MPhil and PhD levels should be upgraded and may be made compatible to the developed countries. Research related workshops and seminars should be conducted on regular basis. Promotion of faculty members may be made on the basis of research publication and research supervisions. The teaching learning environment at universities level may be made students friendly. The universities administrative and teaching staff may be made free from malpractices, nepotisms and favoritisms. Staff hiring may be made transparent.
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